Keep Teaching: Leveraging Disruption as a Catalyst for Change

Autor/inn/en	Gammons, Rachel W.; Wilson, Suzanne; Carpenter, Lindsay Inge; Shaw, Benjamin
Titel	Keep Teaching: Leveraging Disruption as a Catalyst for Change
Quelle	In: portal: Libraries and the Academy, 22 (2022) 1, S.127-139 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
Schlagwörter	Academic Libraries; Electronic Learning; Library Instruction; COVID-19; Distance Education; Pandemics; Instructional Innovation; Professional Development; Fellowships; Graduate Students; Library Education; Freshman Composition; Online Courses; Maryland (College Park) + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bibliotheksverzeichnis; Distance study; Distance learning; Fernunterricht; Educational Innovation; Bildungsinnovation; Fellowship; Stipendium; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bibliothekarausbildung; Online course; Online-Kurs
Abstract	In response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work. The authors present the teaching program at UMD Libraries as a case study for innovation under pressure, highlighting three areas: (1) redevelopment of the Fearless Teaching Institute, an online professional development program for library teachers; (2) transition of a fundamental program--the Academic Writing Program--from an in-person to an online learning environment; and (3) redesign of the Research and Teaching Fellowship, a teacher training program for master of library and information science (MLIS) students, all to better support online learning and pedagogy. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01